Post on 07-Jan-2016
description
Word Study Demonstration Activity
Example – Rhyming Sign up for your activity
Draft due March 4 (Topic, relevant words) Actual Activity Due April 1
Phonics I: Letter-Sound Relations
EDC424
Objectives for Phonics - Part 1 You will be able to:
• Describe rationale for teaching phonics (letter-sound relations)
• Identify what beginning readers need to know• Understand/Practice the correct sequence for
introducing letter-sound correspondences • Identify activities for practicing segmenting,
blending, and substituting phonemes (with letters)
Why teach letter-sound relations?
Case 1: What does this student struggle with?Words known
andbatcuthehot
momno
Words not knownanbutmenot
Good sight word knowledge, but it’s masking student’s lack of understanding of the alphabetic principle: (1) sounds are represented by letters and (2) those letters represent the sounds rather consistently
Case 2: What does she struggle with? Pseudoword
kotswipgandreeshubflate
meep
Child’s responsekas
gada…er
serfa
mech
Some knowledge of first sound in a syllable, but little ability to decode the vowel and final phoneme Needs: teach vowel sounds; how to blend sounds into a word; words need to make sense*
Case 3: What does this 3rd grader struggle with? Word
coldsoonwar
figurecertainmineral
paragraph
Child’s responsecouldsamewearfingercurtur
materialpotograph
Paying attention to beginning and final grapheme but ignores middle grapheme and pulls from words he knowsNeeds: attention to medial letters/sounds and monitoring
What do children need to know and be able to do to read words?
• Know the speech sounds associated with written letters in words
• Know how to put those sounds together to form a pronounceable word
• Have a strong sense of English spelling/writing patterns
• Recognize words rapidly
Isabel Beck, 2006
Principles of Teaching Letter-Sound Correspondence
1. Instruction should highlight letter-sound relationship at all positions in the word (e.g., beginning, middle, end)
2. Instruction should link phonemic awareness with letter sound correspondence
Three perspectives: 1. Phonemic awareness Decoding2. Decoding Phonemic awareness3. ** Phonemic Awareness Decoding No evidence that engaging children in sophisticated speech-
only tasks (substitution/manipulation) will improve decoding. In fact, some evidence that knowledge of letters helps complete these sophisticated tasks (Isabel Beck, 2006).
Isabel Beck, 2006
SYSTEMATIC Sequence of Instruction for
Letter-Sound Correspondence
1. Consonants (p. 34-35 m..s..a..t) 2. Vowels (p. 39-42 short vowel a) 3. Two-letter graphemes and phonemes
(p. 43-46 ea vs. ee vs. magic e) 4. Successive blending
(p. 52-53 s > a > sa > sat)
Isabel Beck, 2006
Introducing Letter-Sound Correspondences
• Introduce letters in sequence based on frequency of use in texts and spelling– m, s, a, t before x, z– Hard /k/ sound (can, cat) before soft /s/ (cent)– Hard /g/ (girl) before soft /g/ (gym)
• Begin with letter-sounds that can be combined to make many words (CVC) – m, s, a, t = at, am, as, mat, sat, Sam– Introduce common consonants and few vowels– M, s, a, t, i = it, mit, sit
Introducing Letter-Sound Correspondences
• Introduce just a few and then lots of practice! • Once students consistently know a letter-sound,
present a new sound/letter mixed in with previously known ones (built in review)
– s t m t p t s
Look on the wiki for many letter-sound correspondence activities
Letter-Sound Instruction• Sequence: Consonants > Vowels > Sounds represented
by more than one letter (ee, ai, ph, ng)• Lesson Sequence for Teaching Consonant Letter-Sound
Correspondence 1. Develop phonemic awareness by focusing on the sound
represented by a particular letter in the initial position.2. Connect the printed letter with the sound the letter
represents.3. Discriminate among words that have letter-sound in the initial
position and those that do not. 4. Develop phonemic awareness by focusing on the sound in the
final position. 5. Discriminate among words that have letter-sound in the final
position and those that do not.6. Discriminate among words that have the letter-sound in the
initial and final positions.
Isabel Beck, 2006
I’ll model > Then you try• Mary Mouse: Begin with same sound /m/ - you say
sound along with me • Letter = Sound: This the letter “m” – Each time I say the
sound, touch the letter m, and say /m/. • Discriminate at beginning: Find your letter m. If word
begins with /m/ sound, hold your letter up; if not, shake your head
• Hear at end: In broom, /m/ sound comes at end. Say/think of other words with /m/ at the end.
• Discriminate at end: Hold up or shake head• Discriminate at beginning and end. Position your letter
m card correctly in your word pocket.
Consonants
Vowel-Sound Correspondence(same as consonants but focus on initial & medial)
1. Focus on short vowel sound in initial position2. Connect sound with letter3. Discriminate words that have that vowel sound at
beginning and other words that do not4. Focus on short vowel sound in medial position5. Discriminate words that have that vowel sound in
the middle and other words that do not6. Discriminate among words that have the letter-
sound in the initial and final positions.
Isabel Beck, 2006
I’ll model > Then you try• Apple, ant, at: Begin with same sound /a/ - you say
sound along with me • Letter = Sound: This the letter “a” – Each time I say the
sound, touch the letter a, and say /a/. • Discriminate at beginning: Find your letter a. If word
begins with /a/ sound, hold your letter up; if not, shake your head
• Hear in middle: In hat, /a/ sound comes in middle. Say/think of other words with /a/ in the middle
• Discriminate in middle: Hold up or shake head• Discriminate at beginning and middle. Position your
letter a card correctly in your word pocket.
Vowels
Segmenting, Blending, and Substituting Phonemes (now linked to letters)
Need more explicit instruction and practice in blending sounds?
Substituting/Manipulating Phonemes and Reviewing Short Vowels in CVC word patterns
Change A Hen to A Fox
Find: h, e, n, p, t, i, s, x, f, o
You try….with your letters
Directions
Seven Other Lessons For Changing A Hen To A Fox
pigrigridribrobBobboxfox
bugdugdigpigpinpentenhen
pigbigwigwinfinfitfatcat
catbathatratpatpetpenhen
foxboxboptopmopmapmatcat
bughugdugdigbigbagbatcat
cathatratragbagbigdigpig
Homework Due Tuesday – Change dates due to Snow Day!
• Biggam, Ch. 3 (Decoding & Word Recognition) – Underlying Concepts & Principles – Assessing– Teaching
• Beck (see syllabus for old pages; see wikispace for new pages) refresh class activities
• WTW, Ch. 5 (Letter Name-Alphabet Stage)– ** p. 161 sequence
Empty versions of slides for handouts
Case 1: What does this student struggle with?Words known
andbatcuthehot
momno
Words not knownanbutmenot
Case 2: What does she struggle with? Pseudoword
kotswipgandreeshubflate
meep
Child’s responsekas
gada…er
serfa
mech
Case 3: What does this 3rd grader struggle with? Word
coldsoonwar
figurecertainmineral
paragraph
Child’s responsecouldsamewearfingercurtur
materialpotograph
Literacy Photo Journal DirectionsDue March 6 - Help on Feb 27
• A. Pre-Reflection Activity• B. Collect 10 Photos of classroom materials,
structures, and activities (no students!) – Interview teacher if possible
• C. Observations and Interpretations– Description, location, literacy purpose, and why
appropriate
• D. Post-Reflection Activity – Understanding, vision, opinion, ideas, realizations